Annual College Report on Program Assessment Activities
Michael D. Eisner College of Education, 2007 - 2008
Below are summaries for each program in the college. For specific program data (means, percentages, etc. by standard), see individual
program sheets.
Program
Student Learning Outcomes
Assessed
Assessment Procedures
Summary of Findings
Use of Findings for
Program Improvement
Ninety-five (95) student samples
were collected. Sixty per cent
(60%) of the sample was rated
“satisfactory” or “excellent” on
their description of how Deaf arts
sheds light on what it means to
be Deaf. Fifty-seven per cent
(57%) was rated satisfactory or
better in rating how Deaf
humanities sheds light on what it
means to be Deaf.
Assessment instrument modified
to better reflect students’
progress in several ways. One
major change is that it will
indicate what courses they have
taken covering Deaf arts or
humanities. Another change is
ensuring that Deaf
arts/humanities instructors
directly correlate courses to
department SLO’s.
DEAF STUDIES
Bachelor of Arts Program
Demonstrate an appreciation of
the contribution of Deaf arts and
humanities for shedding light on
what it means to be Deaf.
Distributed a brief written
assessment assignment to five
Spring 2008 400 level Deaf
Studies Courses. Students
produced two written oneparagraph responses, one
paragraph each regarding Deaf
arts and Deaf Humanities. The
essays were rated on a threetiered analytic rubric (scale of
excellent, satisfactory, and
unsatisfactory).
EDUCATIONAL LEADERSHIP AND POLICY STUDIES
Administrative Services
Credential Program, Tier I
and Master of Arts in
Education Program
1. Facilitating a vision of
learning.
1. Comprehensive exams with a
Holistic Scoring Rubric using
pass or fail.
95% pass General Administration
and 93% pass curriculum,
instruction & supervision.
Courses have been reorganized
to include a research proposal
that will be implemented as an
action research leadership project
carried out in two consecutive
courses.
2. Advocating, nurturing, and
sustaining a culture conducive to
student learning.
2. Fieldwork evaluations using an
analytical 5 point rubric. Five =
mastery
Spring 2008 supervisor ratings
had a mean of 4.75 on this item
on a 5 point scale (5=mastery).
N=87.
Elimination of Supervision of
Special Education course and
incorporating content into ELPS
681 course.
EDUCATIONAL PSYCHOLOGY AND COUNSELING
1
Development, Learning, and
Instruction Program
Career Counseling Program
Candidates will think critically
and engage in reflective, ethical,
and legal practice throughout
their education and professional
lives.
Candidates will collaborate
skillfully and respectfully as
leaders, consultants, and team
members in a variety of settings.
Dispositions- Each semester a
program review of course
content as well as a discussion
with candidates will be
conducted in relation to SLO's.
Faculty will then review results
and make appropriate changes to
course material to improve
students' self rated dispositions in
relation to the SLO's.
Candidates will maintain an
inclusive multicultural and global
perspective, emphasizing social
justice, gender and educational
equity, access, and support.
.
All counseling programs
measured the following three
SLOs:
SLO 2: Think critically and
engage in reflective, ethical, and
legal practice throughout their
education and professional lives.
SLO 6: Collaborate skillfully and
respectfully as leaders,
consultants, and team members
in a variety of settings.
Dispositions Survey using a 5
point scale
All Counseling programs used
a Dispositions Survey (5 point
scale) and Fieldwork
Evaluations (5 point scale)
New candidates’ disposition
means ranged from 3.60 to 4.0
In all counseling programs new
candidates’ mean ratings
increased from fall 07 to spring
08 on the disposition survey
and on the field site supervisor
survey.
New candidates’ mean ratings on
dispositions ranged from 3.33 to
4.0. Field site supervisor ratings
increased on each SLO from fall
07 to spring 08 (means ranged
from 4.5 in fall 07 up to 5.0 in
spring 08).
SLO 8: Maintain an inclusive
multicultural and global
perspective, emphasizing social
justice, gender And educational
equity, access, and support.
College Counseling Program
For all 3 SLO’s students
increased the means from fall to
spring (ranging from a low of
4.00 in fall 07 up to a 4.80 in
spring 08).
All programs have decided the
following:
Fieldwork Experience- each
semester a program review of
school-based fieldwork
placement activities by site will
be conducted with students and
site supervisors to ensure SLO's
are met at the fieldsite. Faculty
will then follow up with issues
that appear at each fieldsite.
Dispositions- Each semester a
program review of course
content as well as a discussion
with candidates will be
conducted in relation to SLO's.
Faculty will then review results
and make appropriate changes to
course material to improve
students' self rated dispositions in
relation to the SLO's.
2
Marriage and Family Therapy
Program
Students increased their
disposition scores from fall 07 to
spring 08 (low of 3.56 in fall up
to a high of 4.59 in spring). Field
site supervisor ratings also
increased from fall to spring
(ranging from 4.16 up to 4.59)
School Counseling Program
For all 3 SLO’s students
increased the means on the
dispositions from a range low of
3.41 to a high of 3.84. The field
site supervisor ratings maintained
a 3.8 mean.
School Psychology Program
Students increased their
disposition scores on all 3 SLO’s
from a low of 3.50 in fall 07 to a
high of 3.81 in spring 08. The
field site supervisor ratings also
increased from a low of 4.33 to a
high of 4.95.
ELEMENTARY EDUCATION
3
SLO = TPE’s
Multiple Subject Credential
Program
See specific program reports
for means.
TPE 1: Specific pedagogical
skills for subject matter
instruction
Across all domains and pathways
with a few noted exceptions,
candidates met or exceeded the
passing criterion in their first and
second semesters of student
teaching and in their portfolio
ratings.
TPE 2: Monitoring student
learning during instruction
TPE 3: Interpretation and use of
assessments
TPE 4: Making content
accessible
TPE 5: Student engagement
TPE 6: Developmentally
appropriate teaching practices
TPE 7: Teaching English
learners
TPE 8: Learning about students
TPE 9: Instructional planning
TPE 10: Instructional time
TPE 11: Social engagement
TPE 12: Professional, legal, and
ethical obligations
TPE 13: Professional growth
All SLO’S measured using the
Classroom Teaching Profile
(CTP) completed in student
teaching, and Professional
Teaching Portfolio (PTP) a
formative assessment in the first
student teaching assignment and
the summative, exit assessment
assembled in conjunction with
the second student teaching
assignment. Both are scored
using a rubric. Criterion: 90% of
students in a pathway will score
2 or above (on 3-point scale) on
CTP completed in first semester;
90% will score 3 or above (on 4point scale) on CTP in second
semester. Further, 90% will score
3 or above (on 4-point scale) on
PTP.
Calibration on the student
teaching evaluation forms
(Classroom Teaching Profile) is
paying off because there is
considerable consistency across
fall and spring and across
university supervisors and
supervising teachers.
The same applies to performance
as measured by the Professional
Teaching Portfolios with one
exception: roughly 12% of
submissions required
remediation on TPEs 2 and/or
3.
Relative to other means on TPES
as measured by the PTP, the
means for TPE 2 & 3 are
somewhat lower than means for
most other TPEs. These findings
are consistent with the two
previous years of PTP
assessment data on TPEs 2 & 3.
Considerable consistency across
fall and spring (4%-age points
difference). Greater variation in
US and ST scores, as many as
14%-age pts.) suggesting a need
for calibration across US and ST
in regards to TPEs 2 & 3.
Implement and evaluate
math materials in roll-out to
all program pathways
beginning 2009-10 academic
year.
Continue development and
pilot of science and social
studies field materials (along
the model of mathematics)
Implement PACT TE and
ESAs for math, science, and
social studies. This
assessment system has
prompted the department to
refine assignments in
methods courses and
integrate the TE in student
teaching and seminars.
Evaluate impact of PACT on
methods course curricula
and student teaching. Is
there value added by the
PACT Teaching Event and
Embedded Siagnature
Assessments? The
department will survey
teacher candidates,
university supervisors, and
supervising teachers.
Continue calibration efforts
to ensure valid and reliable
implementation of the
Classroom Teaching Profile
(CTP).
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The past two years of assessment
data have suggested room for
improvement in our preparation
of teacher candidates to meet the
needs of English learners (TPE 7)
See Section 1 of program report
for explanation.
Assessment data (CTP and
PTP) indicate room for
improvement in TPEs 12 & 13.
Program pathways are making an
effort to address these areas
through attention on professional
organizations and activities that
promote professional growth and
commitment to professional,
legal, and ethical obligations.
M.A. in Education
SLO #1: Graduates of our
program will demonstrate
REFLECTIVE PRACTICE by
examining their pedagogical
content knowledge, and skills to
improve diverse students’
learning needs;
SLO #2: Graduates of our
program will demonstrate
THEORETICAL
UNDERSTANDING by reading,
synthesizing, and evaluating
educational theory and research
and applying research findings to
their practice in diverse
classroom settings;
SLO #3: Graduates of our
program will demonstrate
RESEARCH SKILLS by
designing and conducting
Comprehenisive examination
rubric of two parts: (1) written
qualifying exam consisting of
three questions, a general
question and two questions
specific to the student's program
option, and (2) academic
conversation, an oral component
in which students respond to
questions associated with two of
the three written essays.
Outcomes of the written portion
of the examination are
determined according to the
following scale:
Honors: 86-100
Passing: 50-85
Not Passing: 0-49
In the 07/08 academic year 25
students completed the CE and
19 also completed the Academic
Conversation. The differential
between passing the CE and also
completing and passing the AC is
due to the fact that some students
had to redo parts of the
Academic Conversation.
The department has set itself to
the task of aligning the
Comprehensive Examination,
consisting of written and oral
portions, to the MA Program
SLOs. While it is quite easy to
identify SLOs related to
theoretical understanding,
research, reflective practice in the
design of the written questions,
measurement of leadership and
educational awareness is a bit
more elusive. The MA Program
committee, in conjunction with
the department assessment
committee, will examine this
issue with a goal of developing
clear measures for theese two
SLOs.
Outcomes of the Academic
Conversations are determined
according to the following scale:
5
research and presenting their
findings at a professional level in
oral and written forms
Honors: >48 / 60
Passing: 16-47 / 60
Not passing: Below 15 / 60
SLO #4: Graduates of our
program will demonstrate
EDUCATIONAL AWARENESS
by knowing current educational
issues and how those impact
schools
SLO #5: Graduates of our
program will demonstrate
LEADERSHIP by advocating for
children and teachers and
demonstrating the abilities and
dispositions of teacher leaders.
SECONDARY EDUCATION
Single Subject Credential
Program
SLOs = TPE’s
TPE 1. Demonstrates subjectspecific pedagogical skills for
subject matter instruction and the
ability to teach state-adopted
academic content standards.
TPE 2. Monitors student
learning at key points during
instruction to determine student
progress,paces instruction, reteaches when necessary, and
addresses student
misunderstandings.
TPE 3. Interprets and uses a
variety of assessments -informal and formal, formative
and summative – to determine
students’ abilities and progress
All SLOs measured using: 1)
Student Teaching Evaluation
(Scale 1 (unsatisfactory) to 5
(outstanding)), b) Professional
Teaching Portfolio (same scale,
1-5), and c) PACT Teaching
Event (four-point scale, with 2-4
passing: 1 unsatisfactory; 4
exceptional)
See specific program report for
means x TPE. Overall,
candidates meet or exceed the
passing score on Student
teaching evaluations and
Professional Portfolio Scores.
PACT scores seem to be
significantly lower, however.
All scores are subject specific.
Faculty continue to discuss
assignments and texts in the SED
525 Methods of Single Subject,
SED 521 Literacy/English
Learners, and SED 514
Technology courses to support
candidate learning and the new
PACT Teaching Event
Assessment. With an NCATE
(National Credentialing
Association for Teacher
Education) and CTC (California
Commission on Teacher
Credentialing) accreditation visit
6
and to plan instruction.
TPE 4. Makes content
accessible by varying
instructional strategies,
explaining and reinforcing
content in multiple ways,
incorporating technology, and
providing opportunities and time
for students to practice and apply
what they have learned.
TPE 5. Actively and equitably
engages students in achieving
instructional objectives.
TPE 6. Uses developmentally
appropriate teaching practices for
grades 6-12, while recognizing
individual needs and differences
and establishing high
expectations.
TPE 7. Teaches English
learners effectively by applying
pedagogical theories, principles,
and practices that lead to the
learning of content and literacy in
English.
TPE 8. Learns about students
by assessing their knowledge,
interests, and abilities in the
context of adolescent
development to maximize
learning opportunities.
TPE 9. Plans effective and
sequenced instruction in
accordance with state academic
content standards.
Domain E: Creating and
Maintaining Effective
Environments for Student
Learning
TPE 10. Allocates instructional
time to maximize student
achievement, establishing
effective classroom management
procedures.
TPE 11. Creates a positive social
scheduled for November 2009,
no major program changes are
being considered this year.
Program changes using evidence
and feedback from CTC/NCATE
will be discussed in 2009-2010.
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Master of Arts in Education
Program
climate for learning by
establishing clear expectations
for academic and social behavior
and by developing rapport with
students and families.
Domain E: Developing as a
Professional Educator
TPE 12. Assumes professional,
legal, and ethical obligations and
models ethical, non-biased
behavior for students.
TPE 13. Illustrates continuing
professional growth, including
self-reflection on teaching
practices,
SED MA Candidates will
develop as professional educators
who demonstrate:
Reflective candidates by
critically examining their subject
knowledge, pedagogical content
knowledge, and pedagogical
skills to improve their diverse
students’ learning;
Theoretical understanding by
reading, synthesizing, and
evaluating educational theory and
research in their field and
applying research findings to
their practice in diverse
classroom settings;
Research Skills by designing and
conducting research ethically and
effectively and presenting their
findings at a professional level in
oral and written forms;
Educational Awareness by
knowing current discipline-based
and general educational issues
and how those impact schools;
and
Leadership by influencing policy
and practice in educational
communities through advocacy
and example.
MA Portfolio Assessment for
Mathematics Education cohort
who graduated spring 08
All means ranged from 3
(satisfactory) to 5 (exemplary)
except in Leadership where the
range was from 2 -5.
Credentialing) accreditation visit
scheduled for November 2009,
no major program changes are
being considered this year.
Program changes using evidence
and feedback from CTC/NCATE
will be discussed in 2009-2010.
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Credential Specialization:
Deaf and Hard of Hearing
(DHH) program
SPECIAL
EDUCATION
All Special Education
Credential Programs
share the following
SLO’S:
All SLO’s assessed using
Teaching Evaluation completed
by university supervisors and
cooperating teachers in various
programs for final fieldwork
assignment. Four-point rating
scale: 1=Inconsistent 4=Exceptional practice.
1. Engage and Support All
Students in Learning
2. Create and Maintain
Effective Environments for
Student Learning
No changes for any Special
Education Credential
Please see individual
programs because
program reports for
candidates met
means by SLO’s x
University Supervisor and expectations.
Cooperating Teacher.
Portfolio evaluation completed
by university supervisors for
beginning and final fieldwork
assigments. Five-point rating
scale: 1=Unsatisfactory – 5
=Outstanding.
3. Make Subject Matter
Comprehensible for Student
Learning
Credential Specialization:
Early Childhood Special
Education
4. Plan Instruction and
Design Learning
Experiences for All
Students
5. Assess student learning.
6. Develop as a
professional educator.
All SLOs assessed through
Teaching Evaluation completed
by university supervisors and
cooperating teachers for final
fieldwork assignment. Fourpoint rating scale.
Portfolio evaluation completed
by university supervisors for the
final fieldwork assigment. Fivepoint rating scale.
ECSE credential candidates met
teaching evaluation expectations
for SLO 1 for the final fieldwork
assignment of 3.0 or above.
Final fieldwork assignment
ratings by university supervisors
averaged 3.31 and cooperating
teachers 3.38.
ECSE credential candidates met
portfolio evaluation expectations
of 3.0 or above for final
fieldwork assignments. Ratings
by university supervisors
averaged 4.50.
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Credential Specialization:
Mild/Moderate Disabilities
Masters (MA) Mild/Moderate
Teaching Evaluation completed
by university supervisors and
cooperating teachers in various
pathways for beginning and final
fieldwork assignments using a
four-point rating scale.
Portfolio evaluation completed
by university supervisors for
beginning and final fieldwork
assigments. Five point rating
scale.
MM credential candidates met
teaching evaluation expectations
for all SLOs for the beginning
fieldwork assignment of 2.0 or
above and the final fieldwork
assignment of 3.0 or above.
Comprehensive exam evaluated
by two raters on two questions
(theoretical and application) with
the following rubric scores:
1=Fail, 2=Unsatisfactory,
3=Weak pass, 4=Pass, 5=Strong
pass.
Mean ratings range from 3.57 to
4.17.
MM credential candidates met
portfolio evaluation expectations
of 3.0 or above for the beginning
and final fieldwork assignments.
MA SLO’S
1. Gathers relevant data.
2. Formulates and supports an
argument.
3. Integrates information with a
clear organization
4. Critically analyzes ideas
5. Fluently presents information
in written form
No change, candidates met
expectations.
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